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The Little, Brown Handbook (14th Edition) H. Ramsey Fowler

EBOOK

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About Revel and About This Course
The Little, Brown Handbook always addresses both the current and the

recurrent needs of writing students and teachers. This edition is no

exception. Writing and its teaching change continuously, and the
handbook has changed substantially in content. At the same time, much

about writing does not change, and the handbook remains a

comprehensive, clear, and accessible guide to a host of writing situations

and challenges.
About This Course
 Listen to the Audio

The Little, Brown Handbook is actually many texts in one. It is designed to

support the different roles writing teachers serve, from writing coach and

mentor, to research guide, editor, and reader.

A Guide to Academic Writing
The handbook gives students a solid foundation in the goals and
requirements of college writing.

Chapter 6  on academic writing includes an overview of common

academic genres, such as responses, critical analyses, arguments,

informative and personal writing, and research papers and reports.

The discussion highlights key features of each genre and points

students to examples in the handbook.

Eighteen examples of academic writing in varied genres appear

throughout the handbook, among them a new critical analysis of an
advertisement and a new social-science research report documented

in APA style.
With each of the sample papers, a summary box titled “The writing

situation” gives an overview of the situation to which the student

responded—subject, purpose, audience, genre, and use of sources—

thus connecting concepts with actual writing.

Emphasizing critical analysis and writing, Chapter 7  on critical

reading and writing includes two full-length opinion pieces as

exercises in critical reading, a new advertisement with a student's

analysis, a revised discussion of writing critically about texts and

visuals, and a new critical analysis paper.
Pulling together key material on academic integrity, Chapter 6  on

academic writing and Chapter 44  on plagiarism discuss developing

one's own perspective on a topic, using and managing sources, and

avoiding plagiarism. Other chapters throughout the handbook

reinforce these important topics.

Synthesis receives special emphasis wherever students might need

help balancing their own and others' views, such as in responding to

texts and visuals.

Parts 9  and 10  give students a solid foundation in research writing

and writing in the disciplines (literature, other humanities, social

sciences, natural and applied sciences), along with extensive coverage
of documentation in MLA, Chicago, APA, and CSE styles.
A Guide to Research Writing
With detailed advice, the handbook always attends closely to research
writing. The discussion stresses using the library Web site as the gateway

to finding sources, managing information, evaluating and synthesizing

sources, integrating source material, and avoiding plagiarism.

Coverage of the working bibliography groups sources by type,

reflecting a streamlined approach to source material throughout the

handbook.
The discussion of libraries' Web sites covers various ways students
may search for sources—catalog, databases, and research guides.
A revised discussion of keywords and subject headings helps students

develop and refine their search terms.

A streamlined discussion of gathering information from sources
stresses keeping accurate records of source material, marking
borrowed words and ideas clearly, and using synthesis.
A chapter on documenting sources explains key features of source

documentation, defines the relationship between in-text citations and

a bibliography, and presents pros and cons of bibliography software.
To help students develop their own perspectives on their research
subjects, the text advises asking questions, entering into dialog with

sources, and presenting multiple views fairly and responsibly.

The discussion of evaluating sources—library, Web, and social media
—helps students discern purposes and distinguish between reliable
and unreliable sources. Case studies show the application of critical

criteria to sample articles, Web documents, and a blog.

The extensive chapter on avoiding plagiarism discusses deliberate
and careless plagiarism, shows examples of plagiarized and revised
sentences, and gives updated advice about avoiding plagiarism with
online sources.

Two complete research papers illustrate MLA style. One of them is a

paper-in-progress, following a student through the research process
 and culminating in an annotated essay on sustainable agriculture.

An Updated Guide to Documentation

The extensive coverage of four documentation styles—MLA, Chicago,
APA, and CSE—reflects each style's latest version.

Chapters for all four styles group sources by type, thus simplifying the

process of finding appropriate models and clarifying differences

among print, database, Web, and other sources.
Updated, annotated samples of key source types illustrate MLA and
APA documentation, showing students how to find the

bibliographical information needed to cite each type and highlighting

the distinctions among different source media.
The chapter on MLA documentation reflects the new 8th edition of
the MLA Handbook. In addition, the sample papers and other

examples that show MLA have been updated to reflect the latest MLA
guidelines.
A complete social-science research report shows APA style in the
context of student writing.
The chapter on CSE documentation reflects the new 8th edition of

Scientific Style and Format: The CSE Manual for Authors, Editors, and
Publishers.
For all styles, color highlighting makes authors, titles, dates, and other
citation elements easy to grasp.
A Guide to Writing as a Process
The handbook takes a practical approach to assessing the writing
situation, generating ideas, developing the thesis statement, revising, and

other elements of the writing process.

An expanded discussion of thesis covers using the thesis statement to

preview organization.

A reorganized presentation of drafting, revising, and editing

distinguishes revising more clearly as a step separate from editing.
A revised discussion of preparing a writing portfolio gives an

overview of common formats and requirements.

Chapter 4  on paragraphs offers new, relevant examples illustrating

important concepts of coherence, organization, and development.

A revised and streamlined chapter on presenting writing focuses on

essential information related to document design, visuals and other

media, writing for online environments, and oral presentations.

A Guide to Usage, Grammar, and Punctuation
The handbook's core reference material reliably and concisely explains

basic concepts and common errors, provides hundreds of annotated

examples from across the curriculum, and offers frequent exercises

(including end-of-part exercises that combine several kinds of problems).

Throughout the handbook, revised explanations of grammar concepts

and rules simplify the presentation and emphasize key material.

Dozens of new and revised examples and exercises clarify and test
important concepts.

Two common trouble spots—sentence fragments and passive voice—

are discussed in great detail and illustrated with examples.

Examples in Part 8  on effective words show common shortcuts of

texting and other electronic communication and how to revise them

for academic writing.

Summary and checklist boxes provide quick-reference help with color

highlighting to distinguish sentence elements.

A Guide to Visual and Media Literacy

The handbook helps students process nonverbal information and use it

effectively in their writing.

A student work-in-progress illustrates the process of analyzing an

advertisement and culminates in a sample critical analysis.

Detailed help with preparing or finding illustrations appears in

Chapter 5  on presenting writing and Chapter 42  on finding

sources.
Thorough discussions of critically reading advertisements, graphs,

and other visuals appear in Chapter 7  on critical reading, Chapter

8  on reading arguments, and Chapter 43  on working with sources.

A Guide for Writing Beyond the Classroom
Chapter 11  on public writing extends the handbook's usefulness beyond
academic writing.

Discussions of writing for social media encourage students to

consider their potential audience now and in the future, whether they

are writing to express themselves or to represent an organization.

Updated coverage of writing a job application discusses cover letters,

résumés, and professional online profiles.

A Guide for Culturally and Linguistically Diverse Writers

In sections labeled Culture and Language, the handbook provides
extensive rhetorical and grammatical help, with examples, for writers

whose first language or dialect is not standard American English.

Fully integrated coverage, instead of a separate section, means that

students can find what they need without having to know which
problems they do and don't share with native SAE speakers.
An Accessible Reference Guide
The handbook is designed to be easy to use.

Streamlined explanations and new explanatory headings make key

information easier to find.

A clean, uncluttered page design uses color and type clearly to

distinguish the parts and elements of the content.

Color highlighting in boxes and on documentation models

distinguishes important elements.

Annotations on both visual and verbal examples connect principles

and illustrations.

More than 160 boxes provide summaries and checklists of key

information.
Content Highlights
 Listen to the Audio
New to This Edition
As a new author on this edition, I have made revisions guided by

reviewer feedback and by my own experience teaching college writing in

online and face-to-face classrooms. Students today read and write using

their medium of choice: the mobile phone. I have made revisions

throughout the handbook to speak to student experience and needs,

while respecting the longstanding effectiveness of The Little, Brown

Handbook. The most notable new feature of the 14th edition is its availability in

the digital Revel platform, as detailed below.

NEW SAMPLE STUDENT PAPERS: All of the student samples in the

handbook, from short works in progress to complete papers, are new to this

edition. More than 90 student samples are included. The topics and sources used

in these new sample papers are timely and attuned to student interests.

- Sample informative essay on funding for college athletics (Chapter 2 )

- Sample essay responding to a reading, “Is Google Making Us Stupid?” by

Nicholas Carr (Chapter 3 )

- Sample critical analysis of a text, analyzing an essay on selfies from

Psychology Today (Chapter 7 )

- Sample critical analysis of a visual: a Web advertisement for

Savethefood.com (Chapter 7 )

- Sample proposal argument on online courses (Chapter 9 )

- Sample research paper in MLA style, on sustainable agriculture

(Chapter 47 )

- Sample literary research paper in MLA style, on Rachel by Angelina

Weld Grimké (Chapter 47 )
- Sample literary analysis paper in MLA style, on The Country of the Pointed

Firs by Sarah Orne Jewett (Chapter 48 )

- Sample research paper in APA style, on perceptions of mental illness on

college campuses (Chapter 50 )

- Sample lab report in CSE style, on caterpillar self-defense (Chapter 51 )

NEW LEARNING OBJECTIVES AND CHAPTER ARCHITECTURE:

Every chapter now begins with a list of learning objectives that help

students understand what they are expected to learn and do in each

chapter. These objectives are written using language that reflects Bloom's
taxonomy of learning, and the objectives also align in many cases with

the WPA Outcomes Statement for First-Year Composition. These learning

objectives not only guide students, but also help instructors tasked with

aligning course content with departmental or institutional outcomes

statements for their courses.

Main sections of each chapter are aligned with the chapter learning

objectives, reinforcing the active learning model built into the language of
the objectives.

UPDATED DOCUMENTATION COVERAGE: MLA published the 8th

edition of its Handbook in 2016, and the Chicago Manual of Style was

published in a new 17th edition late in 2017. All model papers and
sample citations in the handbook have been updated to align with the

new documentation styles.

NEW CHAPTER ON WRITING ABOUT LITERATURE: Chapter 48  is

entirely new to this edition, and it follows a student as she reads,

responds to, and writes about a novel, The Country of the Pointed Firs, by
Sarah Orne Jewett.
NEW COVERAGE OF MULTIMODAL AND ONLINE COMPOSING
(Chapter 5 ).

NEW COVERAGE OF COMPOSING FOR SOCIAL MEDIA in workplace

and public situations (Chapter 11 ).

NEW COVERAGE AND VISUAL EXAMPLES OF DATABASE

SEARCHES (Chapter 42 ).
Revel For Writing Today
Revel is an interactive learning environment that deeply engages students
and prepares them for class. Media and assessment integrated directly

within the authors’ narrative lets students read, explore interactive

content, and practice in one continuous learning path. Thanks to the
dynamic reading experience in Revel, students come to class prepared to
discuss, apply, and learn from instructors and from each other.

Fill-in writing activities throughout The Little, Brown Handbook offer

students compelling opportunities to engage with the key concepts of
each chapter—without leaving the digital course. For example, students
can complete editing exercises that ask them to apply the material they

have read—with the relevant content on the same screen for easy
reference. They can print the writing they generate in many of these
interactive exercises, for their own future reference or as requested by
their instructor. Journal prompts provide opportunities for authentic
writing, inviting students to reflect, brainstorm, even draft a portion of a

document. Shared Writing activities allow students to share, discuss,

and/or critique each other's work in a threaded discussion forum.

Additionally, interactive diagrams strategically placed throughout the

narrative aid students in conceiving of the processes and organizational

patterns that characterize academic and workplace writing. As students
click through the steps or sections in a process or a pattern, they build the
diagram; as a result, they have the opportunity to discretely consider each

part as well as its relationship to the whole. Interactive guidelines,

instruction sets, and checklists are arranged in virtual accordion files.
Finally, multiple-choice quizzes help reinforce facts and concepts as
students complete their reading of each chapter.
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